1, Dustnazar Omonovich Khimmataliev2, Dilfuza Melievna Makhmudova3, Haydarova Surayyo Abdusalomovna

PEDAGOGICAL FOUNDATIONS OF THE STUDENT'S INDIVIDUAL TRAINING TRAJECTORY
Jabbor Eshbekovich Usarov¹, Dustnazar Omonovich Khimmataliev², Dilfuza Melievna Makhmudova³, Haydarova Surayyo Abdusalomovna⁴, Ernazarov Abdurazzokh Nizamiddinovich^5
1Doctor of Pedagogical Sciences, Professor, Chirchik State Pedagogical University, Uzbekistan
²Doctor of Pedagogical Sciences, Professor, Chirchik State Pedagogical University, Uzbekistan
³Doctor of Pedagogical Sciences, Professor, Chirchik State Pedagogical University, Uzbekistan
⁴Jizzakh State Pedagogical University, Faculty of Natural Sciences, Associate Professor, Department of Geography and Basics of Economic Knowledge, Ph.D., Uzbekistan
⁵Chirchik State Pedagogical University, Teacher, Department of Physics, Uzbekistan
ANNOTATION
Didactics, an independent branch of pedagogy, is engaged in the scientific, theoretical methodological and practical foundations of the educational process, that is, the theory of education, knowledge, teaching. Didactics is a Greek word meaning "didasco", meaning teaching, teaching. In the process of studying, analyzing the laws of education, the concept of education is explained by the content of its essence and the knowledge of its functions, principles, forms of teaching.
Education is one of the most complex types of human cognitive activity, greatly accelerating individual psychic development and knowledge acquisition. The teacher is not limited to giving only knowledge in the educational process, but in this process affects the student, the student, which further activates their learning, as a result of which the student becomes an active participant in the educational process. Achievements in education depend primarily on the teacher. As a specialist, he must have a deep knowledge of his subject, be a master of pedagogical communication, possess psychological-pedagogical and methodological knowledge and skills, have the ability to immediately study and assess various pedagogical situations, and select optimal methods and means of pedagogical influence.
The main task of education is to arm the individual with scientific knowledge, skills and qualifications. Education means several as a type of human cognitive activity. That is: to generate knowledge ,skills and competencies in those who receive education, to form worldview, thoughts and beliefs in them, and to cultivate their abilities.
Through education, the younger generation is given the knowledge accumulated through human experience, the necessary skills and competencies and beliefs are shallowed.
Education is a joint activity of teachers and students, which has a dual nature, that is, two sides of the teacher and the student are actively involved in it. The teacher pursues a clear goal and instills knowledge, skills and qualifications based on the plan and program, while the student actively assimilates it. Notification, knowing is a complex, difficult, contradictory process. In this process, processes related to the human psyche, such as intuition, perception, imagination and thinking, are actively involved and play an important role.
It is to educate, to give knowledge to young people, to form skills and competencies in them, to educate creative logical thinking capable of acquiring new truths. Education is the process by which student-students develop mastery, cognitive abilities, and thought operations and actions. This is not a passive process, but an active, creative activity, labor process unknown to the reader. In the educational process, the learner follows a path from ignorance to knowledge, from wrong and vague knowledge to increasingly complete and clearer, deeper knowledge.
In the process of mastering knowledge, psychic processes such as intuition, perception, imagination, thinking are actively involved and tested in practice.
It is necessary to take into account the rule that in order for thinking in a teacher, student and student to correctly establish the process, practice is the basis of any knowledge.
The ability of students and students to think freely should be cultivated by conducting educational and practical classes. The student learns to analyze and compare reality in the process of thinking, to draw causal conclusions in areas of knowledge that are understandable to them, that is, to form a simple, and then much more complex concept and feedback.
In education, the teacher is not limited to the provision of knowledge, he also guides the thinking activities of students, cultivates in students the abilities of independence, creativity in work, and thus the conscious appropriation of what is being studied is achieved. In addition to their perception and understanding of the material, they also care about its thorough memorization.
Since the teacher conducts educational work in order to organize the student-student's cognitive activities, he must first remember that through the educational process he must solve three tasks, that is, three goals by giving knowledge. These goals combine the activities of the teacher and students.
1) the educational goal is to know the content of educational materials, that is, to be able to master and practice scientific knowledge related to this science.
2) the educational goal is the formation of his personal qualities, faith and beliefs, influenced by the ideas, worldviews that lie in its content by mastering the foundations of science.
3) the developing goal is to develop the ability to know the mental maturation of an individual under the influence of the educational process, his attitude to study, to work.
As a result of the implementation of these goals, the student - student develops a talent for independent work. Teaches him to think, thinking dominates the educational process. Education takes place at different stages.
The first stage is the perception of educational materials. In this, the student-student gets acquainted with the content of education and understands what his cognitive tasks consist of. Processes such as intuition, perception, imagination are actively involved in this.
The second stage – they understand the educational materials, understand and summarize its essence.As a result, new knowledge appears in them. To do this, they use analysis, synthesis, comparison, inference.
The third stage is strengthened through new knowledge, exercises, independent work, additional comments from the teacher.
In the fourth stage-they apply the acquired knowledge to practice, depending on the opportunity.
In our country, great attention is paid to the definition of its effective mechanisms in "improving the content and quality of education, the introduction of effective pedagogical education innovation clusters in the training of teachers with higher education with higher education knowledge and skills." The pedagogical educational cluster applied in the Tashkent region is manifested in bulmok as the main means of providing mature pedagogical-personnel with modern thinking, educational abilities in continuing education. In turn, the implementation of the activities of the kilingan educational cluster, which is organized on the basis of the integration of education and training, and its mechanisms that guarantee the results of the regular.
BIBLIOGRAPHY AND TADSTSHOT METHODOLOGY
The scientific and theoretical foundations of the cluster of pedagogical education in our country, the principles of continuity, continuity and consistency in it, the mechanisms of its introduction into practice in the model of innovation G.I.Mukhamedov, SHD.Mardonov, U.N.Khodjamkulov, Sh.I.Batarova, S.A.Toshtemirova, N.M.Koshanova, G.N.To a certain extent, the work of Sharipova and bashkas is covered. From this, the process and trends for the development of organizational vocational education, the problems of preparing future specialists for professional activities. on the topics of training students for professional activities on the basis of dual education in Kham.X.Djuraev, Sh.Edurbonov, U.I.Inoyatov, N.A.Muslimov, Sh.S.Sharipov, R.K.Choriev, D.O.Khimmataliev and Bashkirs conducted research.
In the coverage of the topic, general scientific research methods such as ukuv-methodical and scientific-methodical literature analysis, theoretical-methodical data analysis, observation, control, generalization, monitoring and interpretation have been effectively used.
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Results
The educational cluster requires a new system of implementation, which ensures effective settlement of all the bosses of education in accordance with the principles of market economics and the requirements of the global level.
In the activities of the current educational cluster in the Tashkent Region, Higher Education performs the function of the main innovation center, but in the implementation of its mechanisms of activity, a large number of shortcomings in the activities of the subjects are thrown into the fall. In the educational cluster, it is possible to configure the active shortcomings and problems of the Kui:
Since theoretical knowledge is not connected with practice in the methods of teaching anic, natural and social sciences, it is possible to dress up to laugh the theoretical knowledge received by the student during practice (in the pedagogical activities of some educators, it is possible to prioritize the principle "if I know my science, then I will come from my laughter", but it is not necessary;
Activities in educational institutions are mainly aimed at bringing the educational institution to the next step, the issue of preparing them for is overlooked in kolmok, and, however, today in the education of foreign countries, the methods of training the educational person for practical activities, khayot are developed and the effective results are based on (Finnish education);
the practical Sciences is based on the control and based on Cura dogmatic processes from the student's integration into sustainable activities.;
in the activities of the Departments of the higher country within the educational Cluster," 4+2 " education (derived from the anik-defined integration of theory and practice, it can be called Dual education) system-based mechanisms almost ignored make it impossible to show its effectiveness as an educational;
the approach to the educational cluster should be established in a wide range of content, the activities in this strategic junction are mainly focused on the implementation of the discipline" upbringing", as a result of which the competent defined tasks of the subjects of the educational cluster (preschool education, general and urta special education, higher education, social and cultural institutions) can be;
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the effectiveness of the development of the educational cluster may not be ensured if the activities aimed at the anic systemic and expected result are not carried out.
Usually, the activities of the pedagogical educational cluster are influenced by internal and external factors, including the inability of the subjects of the cluster as internal factors to determine its operational content, theoretical and practical significance from the scientific nature of the structure and predicting the results in the mechanisms of activity the burden of competence; it is possible to cite such subjects as.
As external factors, it should be noted that not all subjects are interested in this; the training of mature pedagogical personnel by the subjects through the educational cluster orcali provides specialists who are familiar with the various aspects of the country's economy, and the importance of improving the standard of living should be emphasized that. The main reason for citing such factors as educational cluster social order is given by the first consumer national competent authorities, who should monitor, ragbatize and assist in the preparation of the social order, and, in the activities of the educational cluster, their position is not marked Khali khanuz.
When realized the problems in the functioning of the educational cluster, the development of its effective pedagogical strategies is consistent with the maxad, and these strategies divide the attention of the subjects into marked maxad. Pedagogical strategies of the educational cluster are classified into unicorns, the mechanisms of activity based on a systematic approach are taken. Although the improvement of the pedagogical educational cluster as a whole has been carried out, the definition of pedagogical strategies in will further develop its activities.
Summary
The scientific problem to which this article is devoted is determined by the tasks facing modern education. One of these tasks is to build a continuous education system, covering all stages of a person’s life. To ensure the movement of the individual in the educational space, it is necessary to form a culture of lifelong learning, which implies the development of technologies of self-education and self-learning. The latter become a fundamental factor in the system of continuous learning. The analysis of pedagogical, psychological and methodical literature showed that the independent work of students in its theoretical justification has always been interpreted as the most important component of the educational process. However, in recent years the problem of improving its effectiveness began to attract increasing attention of researchers. One of the ways, according to scientists, psychologists and methodologists, is to teach students the ability to learn. But in order to "learn how to learn", it is necessary to master various methods of organization and implementation of educational activities. This is facilitated, according to foreign scientists, by the use of various learning strategies. The purpose of this article is to consider different types of educational strategies formed within the framework of independent foreign language training of students. According to the authors of the article, educational process should be organized in such a way that the consistent and purposeful work on formation of teaching strategies is conducted, mastery of which promotes students’ ability to learn. The formation of this skill becomes a support for personal readiness to continuously learn throughout life.